WORLD STORIES! pre-visit activity - 60-90 minutes SOCIAL STUDIES OBJECTIVES Students will read current news stories about Latin America, the Caribbean, Australia, Europe or Canada and use information to create an oral oneminute presentation. Students will identify presented stories through pantomime demonstrations given by members of the class. MATERIALS Access to the Internet PROCEDURE 1. Divide students into groups of three. 2. Ask students to go to http://www.cnn.com and click on the WORLD tab in the red menu bar at the top of the page. Advisory: Pre-screen current news content to determine if it is age-appropriate for your students. 3. Ask students to find a news story written about Latin America, the Caribbean, Australia, Europe or Canada under the heading TOP WORLD STORIES. Students will also find video stories elsewhere on as well as under the heading FEATURED STORIES. 4. Ask student groups to prepare a one-minute presentation about the chosen story to present to the class. 5. As students present their one-minute reports, write down several key elements about each story on a 3x5 index card. 6. When all groups have given their one-minute presentation, pass out one of the 3x5 index cards with key story elements to each group. Make sure groups do not get cards about their own story. 7. Ask groups to prepare a pantomime of the story on their card to present to the class. Other students will guess which story is being pantomimed. SOCIAL STUDIES STANDARDS SS6RC1 Students will enhance reading in all curriculum areas by: a. Reading in all curriculum areas c. Building vocabulary knowledge d. Establishing context Other Social Studies standards may be addressed, depending upon stories chosen by students. LANGUAGE ARTS STANDARDS ELA6LSV1 The student participates studentto-teacher, student-to-student, and group verbal interactions. The student: e. Displays appropriate turn-taking behaviors h. Responds appropriately to comments and questions i. Volunteers contributions and responds when directly solicited by teacher or discussion leader. ELA6LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools. PAGE 1
WORLD STORIES! pre-visit activity - 60-90 minutes SOCIAL STUDIES CLOSING Remind students that the field trip to CNN is coming soon. Ask students to listen carefully as they go through the Inside CNN Studio Tour to learn how news stories are gathered from all over the world. Discuss with students how many different forms of media (television, the Internet, newspapers, etc.) help deliver the news to people throughout the world. Discuss the roll that global news plays in that process. GIFTED CONNECTION Ask gifted students to use the Internet to learn more about one of the stories presented in today s lesson. Ask students to create a song, rap, or poem to present what they have learned to the class. L.A. STANDARDS (CON T) ELA6LSV2 Critical Component: When delivering or responding to presentations, the student: a. Gives oral presentations or dramatic interpretations for various purposes. b. Shows appropriate changes in delivery. c. Uses language for dramatic effect. ASSESSMENT Assess how well students work together to put together their one-minute presentation. PAGE 2
THE CNN CHALLENGE! pre-visit activity - 60-90 minutes LANGUAGE ARTS OBJECTIVES The student will read current news stories and formulate questions about these stories. Students will conduct a CNN Challenge game between two teams. MATERIALS Access to a computer Paper and pencils PROCEDURE 1. Remind students that their trip to CNN is coming soon. To become more familiar with CNN, students will be learning about today s news stories on the CNN Student News web site. You may do this project with your students in groups of three or individually. 2. Ask students to go to: http://www.cnn.com/studentnews and become familiar with the site. Students should read a few of the stories and see the news presentation of the day. 3. Tell students that they will be participating in a CNN Challenge in which general news knowledge questions will be given in a 3-round game. 4. Divide students into groups of 3 or 4. Tell students that their assignment will be to read the news stories of the day located on the CNN Student News page and that afterward, each group will prepare 15 questions about these stories. a. 5 of the questions will be for Round One and will be worth 100 points for each correct answer b. 5 questions will be for Round Two and will be worth 100 points for each correct answer c. And 5 questions will be for the 1-minute lightning round and will be worth 200 points for each correct answer. LANGUAGE ARTS STANDARDS ELA6LSV1 The student participates in studentto-teacher, student-to-student, and group verbal interactions. The student: b. Asks relevant questions. c. Responds to questions with appropriate information. e. Displays appropriate turn-taking behaviors. f. Actively solicits another person s comments or opinions. g. Offers own opinion forcefully without being domineering. h. Responds appropriately to comments and questions. i. Volunteers contributions and responds when directly solicited by teacher or discussion leader. ELAD6R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. Critical component: For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: d. Identifies and analyzes main ideas, supporting ideas and supporting details. PAGE 3
THE CNN CHALLENGE! pre-visit activity - 60-90 minutes LANGUAGE ARTS PROCEDURE (CON T) 5. Remind students that the more points a question is worth, the more difficult the question should be. 6. When questions are completed, ask one group of students to challenge another group. One person from the challenging group will keep score and time the opposing group for the Lightning Round. Challenge team members may take turns asking questions, or may choose one member to ask all questions. All members of the opposing team may consult to answer each question. Once one group has completed their Challenge and has a score, they may then ask their own questions of the opposing team. Questions may not be changed once they are written, even if the other team has asked a similar question. The team with the most points wins. CLOSING Tell students that their trip to CNN will give them a behind-the-scenes look at how the news is produced and presented each day on the CNN networks. Discuss with students why having access to the news is important. Ask students to explain why it is important to be informed about what is going on throughout the world. When on the Inside CNN Studio Tour, ask students to be particularly aware of the types of jobs people do at CNN. More about this will be discussed after the tour. GIFTED CONNECTION Ask gifted students to use the CNN Web site at: http://www.cnn.com and read a number of current news stories. Advisory: Pre-screen current news content to determine if it is age-appropriate for your students Students must create a board game for other students to use that will help them learn about current news throughout the world. The game should take about 15 minutes or less to play. Remind students that the answers to questions should be on the back of question cards to make the game self-checking. Provide tag board for students to construct the game board and a pizza box in which to keep the game. (Pizza restaurants will often sell or give pizza boxes to teachers for student use.) INFORMAL ASSESSMENTS 1. Assess student s ability to work together to read and formulate good questions. 2. Assess student s ability to work in a group to answer questions correctly. PAGE 4
APPROACHES TO TERRORISM post-visit activity - 60-90 minutes SOCIAL STUDIES OBJECTIVES Students will construct a persuasive argument based on a written text. Students will present their argument in front of the class. MATERIALS Access to the Internet Poster board/art materials (optional) PROCEDURE 1. Review the recent field trip to CNN. Discuss with students the importance of the news in keeping citizens informed. 2. Discuss the ways your students are aware of that are meant to help defend the U.S. against terrorists. 3. Ask students to read Terrorism: A War Without Borders from the U.S. Department of State http://future.state.gov/educators/lessons/43401. htm The document can be printed for use in the classroom: http://future.state.gov/documents/ organization/45696.pdf 4. Ask students to choose one approach to fighting terrorism, presented in the section Responses to Terrorist Activities Can Include (pg. 7) and to construct an argument to defend their position that it is the most effective approach. 5. Allow students to make posters, graphs or other visuals to use during their argument. Further research may be needed to support their choice. 6. Once students have constructed their arguments, allow them to individually present their argument to the class. 7. When finished, ask students to vote on which argument was most persuasive. Discuss why this argument worked well. SOCIAL STUDIES STANDARDS SS5H9 The student will trace important developments in America since 1975 a. Describe US involvement in world events including efforts to bring peace to the Middle East, the collapse of the Soviet Union, Persian Gulf War and the War on Terrorism in response to September 11, 2001. LANGUAGE ARTS STANDARDS ELA5W2 The student demonstrates competence in a variety of genres. Critical Component: The student produces a persuasive essay that: a. Engages the reader by establishing a context, creating a speaker s voice, and otherwise developing reader interest. b. States a clear position in support of a proposal. c. Supports a position with relevant evidence. d. Creates an organizing structure appropriate to a specific purpose, audience, and context. e. Addresses reader concerns. PAGE 5
APPROACHES TO TERRORISM post-visit activity - 60-90 minutes SOCIAL STUDIES CLOSING Discuss with students the elements of a persuasive argument. What particular strategies used during the presentations were especially useful to the argument? Once all arguments have been presented, ask students if they would now change their opinion of which strategy might be best to fight terrorism. GIFTED CONNECTION Ask gifted students to evaluate the effectiveness of terror prevention efforts that have been implemented in the nation s airports. Ask students to either defend or criticize the effectiveness of these methods and create an interesting way to present what they have learned. L.A. STANDARDS (CON T) ELA5W2 f. Excludes extraneous details and inappropriate information. g. Provides a sense of closure to the writing. h. Raises the level of language using appropriate strategies (word choice). ASSESSMENT 1. Assess the oral argument to ascertain the students ability to construct a good persuasive argument. 2. Informally assess the discussion outlined in the closing section of the lesson. PAGE 6
WHAT A STORY! post-visit activity - 60-90 minutes + presentation LANGUAGE ARTS OBJECTIVES Students will view a CNN news story/video and will use information gained to prepare news copy for presentation. Students will prepare and present questions about the report that will be answered by the class. MATERIALS Access to the Internet Paper/pencils Overhead projector and transparencies (optional) PowerPoint slide (optional) Photo copies of student questions (optional) PROCEDURE 1. Show students the CNN web site located at: http://www.cnn.com Advisory: Pre-screen current news content to determine if it is age-appropriate for your students. 2. Explain to students that this site has a variety of short stories as well as videos about topics that are important in the news today. 3. Form students into groups of two. 4. Ask students to look at several of the stories/videos and choose three that they find most interesting. The students job is to take these stories and write news copy for each for an on-air classroom presentation. Ask students to go to: http://www.cnn.com/ studentnews. Ask students to view a number of transcripts located under Shows and Transcripts/ Archive to see written versions of news videos, which they can use as a model for the copy they write. Remind students that they must present the information found in the video in a concise manner than includes enough information to make the story both interesting and informative. SOCIAL STUDIES STANDARDS SS6RC1 The student will enhance reading in all curriculum areas by: a. Reading in all curriculum areas c. Building vocabulary knowledge d. Establishing context LANGUAGE ARTS STANDARDS ELA6LSV1 The student participates in studentto-teacher, student-to-student and group verbal interactions. The student: e. Displays appropriate turn-taking behaviors g. Offers own opinion forcefully without being domineering j. Gives reasons in support of opinions expressed ELA6LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools. Critical Component: When responding to visual and oral texts and media the student: b. Identifies the tone, mood and emotion conveyed in the oral communication. PAGE 7
WHAT A STORY! post-visit activity - 60-90 minutes + presentation LANGUAGE ARTS PROCEDURE (CON T) 5. Students will then make up five true/false, multiple-choice or short-answer questions about their presentation. These questions can be on a transparency, a PowerPoint slide, or on copies of paper. 6. Allow students to take turns reading their transcripts in a simulated broadcast. When finished, allow students to present their questions and ask the class to write the answers on paper at their desk. 7. Go over the answers together. 8. Ask students to identify the tone, mood and emotion used in the presentations and how this impacted the effect the presentations had on the audience. Ask students to identify the qualities of a good question. CLOSING After visiting CNN and having the opportunity to write news copy, ask students to explain the importance of getting information correct in any news story. Ask students if they found it difficult to make sure they were not misrepresenting the story. Ask students to discuss what elements are important in presenting a story to an audience in order to keep their attention on the story. Ask students to determine if an impartial report was given in each of the presentations, or if an opinion was evident in some of them. Ask students to discuss why an impartial report is important. L.A. STANDARDS (CON T) ELA6LSV2 c. Uses language for dramatic effect. ELA6R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. Critical Component: For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: c. Applies knowledge of common organizational structures and patterns. d. Identifies and analyzes main ideas, supporting ideas and supporting details. GIFTED CONNECTION Ask gifted students to report a school news item and/or event. Their assignment is to find stories or events around the school that would be of interest to other students. Once their research is concluded, they will either write news copy and present the information in a video-taped news program or produce a school newspaper with the information that will be presented to either other classes, or the school. ASSESSMENT 1. Assess students transcripts for information presented, as well as for the ability to present their information in an interesting manner. 2. Assess the questions asked by the student. Have students chosen important points in asking questions? PAGE 8
I WANT THAT JOB! post-visit activity - 60-90 minutes + presentation MIDDLE SCHOOL BUSINESS + COMPUTER SCIENCE OBJECTIVES Students will write a persuasive letter a persuasive letter to their own pretend network, CRN (Class Room News), outlining personal qualifications for a job there. Students will use the writing process to compose a business letter. MATERIALS Access to a computer PROCEDURE 1. Talk with students about your tour guide at the Inside CNN Studio Tour. Discuss the tour guide s job knowledge, appearance, behavior and level of customer service. What requirements do your students think might be required for this job? 2. Tell students that they are each going to write a letter to CRN expressing all the reasons he/she would make an excellent candidate for a job at CRN. This persuasive argument will assume that each student already has a college degree of his or her choice. 3. For this activity, students may use: http://www. timewarner.com/corp/careers to learn about a number of jobs available at CNN that they can assume would also be available at CRN, including the position of tour guide. Show students how to refine their job search to identify jobs at Turner Broadcasting, Inc./CNN in Atlanta. Students should choose the job they find of interest, click on more then on the next page click on SEE JOB LISTING. This will allow students to see the specific requirements for each job. 4. Go over with students how to write a business letter and how to use the writing process in writing the letter. 5. Get into groups of two and read each other s letters. Allow partners to give suggestions to each other and help each other edit their work. Allow students to rewrite their letter before handing it in. SOCIAL STUDIES STANDARDS SS6RC1 Students will enhance reading in all curriculum areas by: a. Reading in all curriculum areas c. Building vocabulary knowledge d. Establishing context M S BUSINESS & COMPUTER SCIENCE STANDARDS MSBCS-BCSII-11 The student will examine career requirements, job responsibility, employment trends, and opportunities for careers in business. a. Discuss characteristics and opportunities that lead to the development of a successful career in entrepreneurship management, marketing, and banking and finance. c. Describe and demonstrate effective communication skills in a business environment. MSBCS-BCSII-2 The student participates in a variety of activities that demonstrate 21st Century employability skills. a. Show the importance of a positive attitude in obtaining and maintaining a job. e. Demonstrates an understanding of the nature of employer-employee relationships. PAGE 9
I WANT THAT JOB! post-visit activity - 60-90 minutes + presentation MIDDLE SCHOOL BUSINESS + COMPUTER SCIENCE PROCEDURE (CON T) CLOSING Discuss with students what elements of their letters they think would make the biggest impact on a future employer. Discuss possible elements in such a letter that might keep a job candidate from being considered for an interview. Ask students to get into groups and discuss what attire and attitudes would be most helpful in an interview. GIFTED CONNECTION Ask gifted students to conduct a survey of at least four community employers to find out what characteristics they are looking for in potential employees when they look over job applications, as well as what they look for in a personal interview. Ask students to survey both small businesses as well as larger companies. Ask students to present this information to the class in a creative manner. ASSESSMENT 1. Assess the ability of students to write a competent business letter. 2. Assess the ability of students to work in groups and help each other through suggestions. MSBCS STANDARDS (CON T) MSBCS-BCSII-3 The student will examine educational requirements, job responsibilities, employment trends and opportunities in the different career pathways in Business and Computer Science. a. Investigate the 21st Century career opportunities. b. Evaluate several occupational interests, based on various criteria (educational requirements, starting salaries, trends, opportunities, and career ladders). c. Describe and demonstrate effective communication skills in a business environment. MSBCS-BCSIII-2 The students will demonstrate effective communication skills used to succeed in the business world. b. Written communication LANGUAGE ARTS STANDARDS ELA6W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. The student: PAGE 10
I WANT THAT JOB! post-visit activity - 60-90 minutes + presentation MIDDLE SCHOOL BUSINESS + COMPUTER SCIENCE L.A. STANDARDS (CON T) ELA6W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. The student: a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Writes texts of a length appropriate to address the topic or tell the story. c. Uses traditional structures for conveying information. d. Uses appropriate structure to ensure coherence. ELA6W2 d. Applies rules of Standard English. ELA6W4 The student consistently uses the writing process to develop, revise, and evaluate writing. The student: b. Revises manuscripts to improve the organization and consistency of ideas within and between paragraphs. c. Edits to correct errors in spelling, punctuation etc. ELA6W2 The student demonstrates competence in a variety of genres. Critical Component: The student produces technical writing (friendly letters, thank-you notes, formula poems, instructions etc.) a. Creates or follows an organizing structure appropriate to purpose, audience, and context. b. Excludes extraneous and inappropriate information. c. Follows an organizational pattern appropriate to the type of composition. PAGE 11